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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is not something which I would have really considered prior to starting this module, but having looked at all of the information provided it has increased my awareness of light pollution in my locality and the effect it has on the natural world. It was interesting to see map images of Ireland past and present as it highlights the disimprovement through the years. It has made me look at my local area in a different way, as I can already see areas in which light pollution could be reduced.
To engage learners in this topic, I would begin with discussing pollution and see if children identified light as a form of pollution. Following on from this, I would use the ESESRO framework for enquiry to teach children about light pollution. We would use the information from the lesson to then look at our school surroundings, identify sources of light, look at ways in which these sources could be improved upon to reduce our light pollution and bring the information to the student council.
Create a short teaching resource using Stellarium/ WorldWide Telescope
The theme of space is one which I have found to be a highlight for pupils throughout the years and there a wealth of resources available to use when engaging with the topic of space/stars/the moon/the sun, etc. I have never come across Stellarium before, but think it is a fantastic resource which would be a great addition to any lesson as it allows for self-exploration from the pupils.
I would begin a lesson by brainstorming words relating to space which we would record on the board. I would hope the children would mention stars, the moon, planets, galaxies, constellatons, etc. From here I would ask the children to choose a topic from the list on the board which is of particular interest to them. I would introduce the children to the Stellarium site on the whiteboard and give them a general idea of how it works. I would then ask the children to work either individually or in groups on the topic which they have chosen and using Stellarium, explore and research their topic. Following on from this, they would be asked to present to the rest of the class what they have learned and use the Stellarium site as part of their presentation.
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
Having read Liston’s paper ‘Unravelling STEM’, it has reminded me of the importance of ensuring pupils are actively involved in their learning through a problem solving, enquiry based approach. Because of this, I think the ESERO framework for enquiry is an excellent resource to plan lessons which will allow children to have responsibility for their own learning, with the teacher being responsible for providing an opportunity to learn as well as the resources to do so.
I would use ESERO framework for inquiry from the discover primary science website which has a lesson on the sun and shadows for guidance.
Before creating sundials, we would have a class discussion on light and shadows and talk about ways of making shadows, and discuss how they move. We would talk about how a shadow changes position every day. I would bring the children outside to draw around each others shadows on the playground using chalk and repeat this twice more during the day. Leading on from this, we would discuss the use of sundials throughout history and in groups the children would be asked to come up with ways of creating their own sundials in the school grounds. I would remind them of the importance of choosing an appropriate location and to consider how they would go about recording the changing position of the shadow throughout the day. Reflection following the lesson is an important aspect for children to consider the learning they have achieved.
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
I would use the plant and animal life of the local area, a mountainous region as the focus of an art project based on the local natural heritage.
There would be lots of opportunity for linkage and integration with all other subjects, in particular Science and Geography.
We would begin the project by gathering information on the local plants and animals, using resources such as the citizens science portal, as well as carrying out nature walks, wildflower walks and tree identification walks. We would gather photographic evidence of plants in particular and gather materials from nature to complete the project.
Some of the art activities would include; leaf rubbings, flower pressing in clay, flower drying, observational drawing and painting, colour studies of the local area, construction of the mountains using clay and recycled materials. As there are windmills in the mountains, we would also incorporate STEM lessons on wind power as inspiration for drawing and constructing windmills from a variety of materials.
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
I would incorporate this class challenge/whole school challenge into engineers week. To begin the leason, I would ask children to brainstorm any bridges they know of in the local area. We would have a discussion on different types of bridges, features, materials used, uses of bridges, pros and cons of features/materials, etc. We would also look at the role of engineers and the different types of engineering using the crash course kids videos. I would ask the children to identify what type of engineer would be involved in building a bridge. Using the curious minds lesson plans, we would look at important design features of bridges. Children would be given the opportunity to plan, design and create bridges once they have gathered enough information. Each group would be provided with the same amount of materials and asked to build a bridge a specified distance between two chairs and to incorporate features which they have learned about to ensure the bridge is strong and stable. They would then test their bridges using 20c coins to see which bridge can hold the most weight. Following on from the challenge, we would evaluate the structures, compare and contrast designs and identify any areas which would be improved upon. Maths can be incorporated in a number of aspects, including length, weight and shape.
Great idea to have staff complete the Biodiversity in school course to ensure everyone is on the same page.
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
Using the wide variety of resources and websites available on this module, it would be possible to conduct a comprehensive seasonal biodiversity project on a whole school basis. Beginning at the start of the school year, each class would complete some lessons on the meaning of biodiversity and develop an awareness of its importance. Following on from this, classes could create maps as shown in module 2, using online resources such as Google earth and Google maps. This would integrate well with the Geography skills of developing a sense of space and place as well as with orienteering and map making. Data in maths would also be involved as children gather information to create maps. Throughout the school year, different class groups could take on different aspects of enhancing biodiversity in the school area, such as recording bird species in the area or using the citizens science portal to record various species. Children could go on nature trails looking for various things, such as a wildflower walk in summer months or tree identification walks. There are plenty of resources on the curious minds website to help with this. As well as this, class groups could complete hands on projects throughout the year, such as building bird boxes or bug hotels, as well as enhancing areas for pollinators by introducing no mow May or planting wildflower seeds in the school grounds.
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
For younger classes, I feel there were a wide variety of useful resources provided in this module. I would begin a lesson with a discussion on maps….what are maps, where have they seen maps before, have they ever used a map, etc. Following on from this, I would show children images of different types of maps, eg, physical maps, satellite maps, etc and use the various layers on Google maps or hiking apps such as alltrails or hiiker. We would look at the concept of ‘birdseye’ view to develop an understanding of maps being created from above. We would then create a key of the symbols that we could use for our maps. Following on from this, we would take a walk of the school grounds and do a draft of a map while walking, discussing various features that could be included on our maps. On returning to the classroom, the children would work collaboratively to create a map of the school grounds, with the help of Google earth and Google maps. Children could include items that they may have found on their walk, such as twigs to represent trees. We would follow up by presenting each map and comparing and contrasting the ways in which each group chose to represent different elements and features of the school grounds.
This is a fantastic idea and a great way to involve the committee in creating an action plan for the year.
I also found the authentic and engaging integration of STEM an important aspect of the Liston report, as it allows the children to see how the learning applies to real life.
Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement.
I found this module to be very beneficial as it has provided me with practical and useful resources which can be used when teaching STEM topics. I think they will work well when incorporated into the the primary curricular framework as they give ample opportunity for integration across a wide range of subject areas. I generally try to incorporate themes into my lesson plans and feel that both the curious minds website and ESERO websites are fantastic resources to help with this thematic approach. This module has highlighted the importance of inquiry based learning and allowing the children to predict and explore new concepts and ideas, as well as plan, investigate and analyse their ideas. As a teacher, it is important to give children the opportunity to explore new concepts through this inquiry based learning. Plenty of opportunity to become involved in hands on, practical activities is essential for pupils to grasp an understanding of concepts and will ensure a lifelong understanding of these concepts.